Friendly Round Robin Peer Editing

Over the years I have tried and adjusted the way I facilitate peer editing in my English classroom.  I have attempted having students work in pairs or groups of four and simply exchange papers, but what I have found is that students are reluctant to be honest in their commentary when it is known he/she made the comment.  Instead, I see a lot of, “This is good!” comments at the top of pages.  I also have noticed they rush through the peer editing process simply to finish and not to learn from one another.

roundrobinpeereditingSo, one method I have implemented is the Friendly Round Robin Peer Editing.  Students sit in a circle with one copy of his/her rough draft in hand.  I pass out the Friendly Round Robin Editing worksheet (see below).  Initially, students pass their papers once or twice to the right and then complete number one on the worksheet.  After a period of time, I ask students to pass again to the right once, etc. until we have completed the entire worksheet.  Not only are students practicing various approaches to peer editing anonymously, but they also are given the opportunity to read several other papers in the classroom in order to experience various styles of writing.  For, as writers we learn to hone our craft by reading every day.

Read everything–trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write. If it is good, you’ll find out.
(William Faulkner, interviewed by Lavon Rascoe for The Western Review, Summer 1951)

  1. Is the paper at least 2 typed pages (or as required) in length? If not, comment.

  2. Proper heading? Page numbers with last name? If not, correct.

  3. Read through the entire essay. Does the essay answer the writing prompt? If no, comment. If yes, tell why you think the essay answers the prompt fully.

  4. Read through the entire essay. Now, do you feel the title is creative? Did you want to read the essay after reading the title? Does the title fit the essay? If not, offer suggestions. If yes, tell why you liked it.

  5. Proper capitalization of the title? If not, correct.

  6. Does the introductory paragraph “hook” you? If not, add suggestions. If yes, tell why.

  7. Read through the essay. Circle the thesis statement. If you cannot find one, make a note of this. If you feel the statement needs elevation, make a note of this.

  8. Circle or highlight “very,” any form of “get,” any form of “thing,” and “fun.” Offer elevated word choices to use instead.

  9. Circle or highlight any misspelled words, awkward word choices, and simple word choices. Offer the correct spelling, a word to use instead, and/or an elevated word choice.

  10. Circle or highlight any contraction you find in this essay.

  11. Read through the entire essay. Does the author use smooth transitions? Is there flow between paragraphs and sentences, or is the essay choppy? Comment.

  12. Read the essay aloud. Comment on any portion which was difficult to read and/or understand.

  13. Read the essay backwards beginning with the last word. Comment on any misspelled words, cross out “very,” “get,” any form of “thing,” and “fun,” and praise elevated word choices.

  14. Read through the essay. Does the conclusion signal the end, restate without repetition, and leave the reader with the author’s final thoughts in a memorable manner? Comment.

  15. Read through the entire essay. Does the author exemplify, elaborate, and explain? Comment.

3 thoughts on “Friendly Round Robin Peer Editing

  1. The anonymity is key! Love it. My biggest pet peeve is reading a book and finding an obvious(to me) typo, grammatical error or misspelling, especially since I am not an English major. My fears for future writers are great! Hopefully you are helping a few future authors one class at a time. 🙂 xoxo

    Liked by 1 person

  2. I was just trying yo formulate my own lesson like this when I stumbled across yours!! I can’t wait to try it tomorrow!!


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